Role Specialization (In-Person Teacher)

Role specialization happens in the context of other models, most easily under Multi-Classroom Leadership (there is no single career path for a “role specialist”). The goal is to focus excellent teachers’ time on the instructional roles that are most challenging and critical for student success, and on high-value noninstructional work related to student outcomes. In addition, focusing excellent teachers’ time on the instructional roles in which each excels may magnify their effectiveness. All of these role changes require that other staff members or technological tools perform the instructional and noninstructional roles that excellent teachers no longer play. If enough excellent teacher time is saved, then these teachers can teach more students. Role specialization is already incorporated into other reach models, including Multi-Classroom Leadership, Time-Technology Swaps, and Subject Specialization. In these models, different teacher and paraprofessional team members play differing roles—not just teaching different subjects—to produce the best outcomes for the most students. Reach Effects: will vary widely.

Examples include:

Excellent teachers use their time exclusively for academic instruction and planning. This is enabled by having other team members cover noninstructional duties that do not affect student learning, and by using time-saving technology.

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